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University of Brighton, Faculty of Education and Sport

Lesson Plan
Student teachers Name: Kirsten Michie Curriculum Area / Activity: Maths Block A unit 2 Lesson Number: 1 Lesson Duration: 1hr of 2 2 Date/Time: 15.1.13 (refer to departmental register / IEPs) Class: Year 3 Number of pupils: 17

SEN Pupils - Number in lesson: Names of other adults present:

Student teacher target in relation to Standards and ITDP Build on recognising progression and taking it forward Identified targets based upon previous lesson plan evaluation Today we are exploring multiplying by 10 and 100 in an active way using resources such as the deans tens. This is to check their understanding and help them to understand the initial ideas and let their misconception come to light. I will then develop this lesson by looking at the place value side of it in the following lesson. Learning Objectives
What do I intend the pupils to learn? (Knowledge, understanding, values attitudes and skills) LO1 I am EXPLORING the idea of multiplying by 10 and 100. Working towards

Differentiated Learning Outcomes

Achieving Beyond

Id expect misconceptions such as you just add a naught on the end- this is something we will address in the following lesson. Hopefully by working with HA children it will help them talk through their ideas.

Selecting appropriate resources to help them work out multiplying by 10 and 100.

Being able to x10 and x100 and EXPLAIN this to their LA partner and talk through what happens. By using the dienes 10 I hope they will address that it is more than adding a zero.


University of Brighton, Faculty of Education and Sport

Learning across the curriculum

Problem solving

Resources Base 10

Time & Learning Objective s

Pupil learning activities

Including reference to inclusion strategies

Teaching points/ strategies / teacher role

including reference to how tasks have been differentiated

Organisation and risk assessment.

Children at their tables

Assessment for learning strategies

Formal and informal


Children exploring the dienes ten


Explain the party idea- children left to do this mainly independently

Starter: Looking at the deans- working out what each one means and what the relationship is between then- 10 1s makes a 10 etc. Main inputMAD HATTERS TEA PARTY! Poor mad hatter has organised a tea party for him and his friends- but hasnt brought anything for his party. Hes sent us a list, can we help him? Children working in pairs with the person OPPOSITE them so they are in mixed ability pairs. Using the list of items and prices can they work out how much each item is going to cost? Have deans out, bead strings, 100 squares and number lines. Can the children select appropriate resources to help them complete the task. EXTENSION: What about if the party was for 100 people? What if it was for 20 people?

What do they already know about dienes 10? Which children will need extra support?

Children on the carpet.


Children selecting and using resources to help them solve the problem. Ta- overseeing Sophie and Casss pairing T- overseeing back table.

Children working on their tables.

Can the children select appropriate resources to help them complete the task? Do they have any misconceptions?


University of Brighton, Faculty of Education and Sport


Discussing what they found on the carpet.

Plenary: Work out how much will it cost? Discuss the idea of what will happen in there are 100 people?

What have they understood have they addressed the misconception?

Lesson evaluation
To what extent have the learning outcomes been achieved in relation to the learning objectives


Children were able to demonstrate how you multiply by 10 and 100 using the base 10. They were then able to apply this knowledge to complete the learning task. TA to work with Cass and Ryan during starter of next lesson to ensure they have understood. Consolidate this learning through a homework task- find numbers at home to multiply by 10 and 100. The children were engaged within the task and excited by the context. They worked well in mixed ability pairs- the higher ability were able to explain the concept the lower ability in a clear way and support and encourage them through the task. The plenary was effective in checking their understanding- maybe next time I could have an extra challenge for the plenary as the likes of James and Nathan would of appreciated this.

Targets for the next lesson based upon evaluation of pupil learning Reflection of teaching/ management/ organisation strategies